Resumen de Improving the social inclusion of children with verbal communication by using a tesi tool: Pilot results
D. Stoyanova, N. Kafadarova, S. Stoyanova Petrova, N. Mileva
In this paper we present the results of a pilot study of the TESI project - Adaptive Personalized System for Creating Expression Tools in Social Inclusion of Learners with Verbal Communication Disabilities. TESI project focuses on social integration of people with verbal communication disorders that are at risk of social isolation. The international TESI project was implemented in 2018 - 2019 year.An adaptive, affordable and easy-to-use software application called TESI Tool is developed within the frame of the project. TESI Tool assists children with different types of verbal disorders (children with Down syndrome, intellectual disabilities, speech and language impairment, autism) in their everyday life, at the school, or the centre, where they are trained. The role of TESI is to help these children to express themselves, to support their interaction with parents and teachers. This is a prerequisite for the formation of skills and the acquisition of certain, tailored to their capabilities, knowledge.The pilot experiments were carried out with four target groups:1. TESI users:• Children with language disabilities, most of them being students in special schools, and migrants with language disabilities (both children and adults);• Young people with social integration difficulties – refugees.2. The teachers and other specialists working with TESI users from target group one;3. The parents/guardians of the children with language disabilities from the target group one;4. Students from the three partner universities, studying social work or pedagogy – future teachers.Results from the pilot experiments with the target group one show that TESI Tool can support the training of children with special educational needs. It helps these children in communication and improves their expression skills. It can contribute to their socialization and integration into society. For target groups two and three the main result was the improvement of the communication with verbal impaired people. Students from target group 4 reported that their experience to work with children with disabilities is of great benefit to their professional development.
